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Confluent education: an integrative method for nursing (continuing) education

A L Francke¹, T Erkens

¹Helen Dowling Institute for Biopsychosocial Medicine, Rotterdam, The Netherlands.

Journal of Advanced Nursing

|February 1, 1994

Summary

Confluent education integrates cognitive and affective learning domains to foster personal growth and awareness. This approach was applied in a nursing program on pain management for surgical-oncological patients.

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Area of Science:

Education
Psychology
Nursing

Background:

Traditional education often separates cognitive and affective learning.
Bridging this gap is crucial for holistic development.
Confluent education offers a framework for integration.

Purpose of the Study:

To present confluent education as a method integrating cognitive and affective learning.
To illustrate its practical application in nursing continuing education.
To highlight its role in promoting personal and interpersonal growth.

Main Methods:

Defined confluent education by its integration of four domains: readiness, cognitive, affective, and responsibility.
Emphasized the role of awareness in personal and interpersonal development.

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Described the application in a nursing continuing education program on pain management.

Main Results:

Confluent education facilitates the integration of cognitive and affective learning.
The method promotes self-awareness and enhances interpersonal relationships.
Practical application in nursing education demonstrated its effectiveness.

Conclusions:

Confluent education provides a valuable model for holistic learning.
It effectively bridges the cognitive-affective divide in educational settings.
The approach is applicable and beneficial in specialized nursing education.